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首页> 外文学位 >Three case-studies of the use of an audio support system embedded in a computer-based cognitive tutoring system and its effects on the math word problem solving performance of struggling readers.
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Three case-studies of the use of an audio support system embedded in a computer-based cognitive tutoring system and its effects on the math word problem solving performance of struggling readers.

机译：嵌入在基于计算机的认知辅导系统中的音频支持系统的使用及其对困苦读者的数学问题解决能力的影响的三个案例研究。

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摘要

The purpose of this multiple-case study was to investigate the importance of the use of a support system in which the math text is read to the students through the use of a text to speech engine (audio support system) embedded in a cognitive tutoring system. In addition this study investigated whether the use of an audio support system had any effect on the word problem solving performance of three struggling readers when they were presented with a seven-step process to solve word problems. Pre-assessments were carried out to determine whether the participants had reading difficulties in the areas of decoding, fluency and/or comprehension that may affect their math word problem solving performance. The results indicated that the embedded devices did facilitate the word problem solving skills of these struggling readers. The reading barriers were reduced or removed and the program allowed for individualization. The results also indicated that the participants utilized these embedded devices differently; however, there was not a significant difference comparatively in how these devices were used. Whether the students were successful in learning from this cognitive tutoring system is inconclusive. This program is written in such a way that the students are expected to solve the word problems correctly because the embedded devices made it almost impossible for the students to fail. Although the cognitive tutoring system appears to be an effective approach for providing ongoing practice and individualization, it appears that students would benefit from direct instruction from the classroom teacher who can help the students review their work, identify their own mistakes, make the necessary corrections, and bring about a more thorough understanding of the problem solving process.
机译：这项多案例研究的目的是调查使用支持系统的重要性，在该系统中，通过使用嵌入在认知辅导系统中的文本到语音引擎（音频支持系统）来向学生阅读数学文本。此外，本研究调查了当三个苦苦挣扎的读者通过七个步骤解决单词问题的过程时，是否使用音频支持系统是否会对他们解决单词问题产生任何影响。进行预评估以确定参与者是否在解码，流利度和/或理解方面可能会影响其数学单词问题解决性能的阅读困难。结果表明，嵌入式设备确实帮助了这些苦苦挣扎的读者解决单词问题的技能。减少或消除了阅读障碍，使程序可以个性化。结果还表明，参与者使用这些嵌入式设备的方式有所不同。但是，这些设备的使用方式没有明显的差异。学生是否能从这种认知辅导系统中成功学习尚无定论。编写此程序的方式是希望学生正确解决单词问题，因为嵌入式设备使学生几乎不可能失败。尽管认知辅导系统似乎是提供持续进行的练习和个性化的有效方法，但看来课堂老师的直接指导将使学生受益，后者可以帮助学生复习工作，发现自己的错误，进行必要的纠正，并更全面地了解问题解决过程。

著录项

  • 作者

    St. John, Eileen Ann.;

  • 作者单位

    University of Pittsburgh.;

  • 授予单位 University of Pittsburgh.;
  • 学科 Education Reading.;Education Mathematics.
  • 学位 Ed.D.
  • 年度 2008
  • 页码 114 p.
  • 总页数 114
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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